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Qualitative Research Qualitative Research MethodsMethods
Grounded TheoryGrounded Theory
• It requires us to ask analytic questions
• You start this process as soon as you finish collecting data
• GT is a systematic methodology that involves the generation of theory from data
• In GT you, first, code the data; then, you group the information into concepts and finally, theory emerge.
TRUE OR FALSE
Grounded Theoryo Defining
Grounded Theory: the systematic generation of theory from systematic research; a set of rigorous research procedures leading to the emergence of conceptual categories
Key definitions
Creswell (2009), “a qualitative strategy of inquiry in which the researcher derives a general,
abstract theory of process, action, or interaction grounded in the views of
participants in a study.” (p. 13 & 229) This process involves using multiple stages of data
collection and the refinement and interrelationships of categories of information (Charmaz, 2006; Strauss and Corbin, 1990,
1998).
Grounded Theoryo Characteristics- Purpose is to develop to theory
about phenomenon of interest- should be grounded or rooted in
observation
- Allows researcher to seek out and conceptualize latent social patterns and structures through constant comparisons
Grounded Theoryo Characteristics
- Iterative (repetitive) process
- Rich description is important, but not primary focus
- Purposive sampling
Grounded Theoryo Glaserian Hallmarks
- Researcher must suspend existing beliefs/preconceptions, remain open, and trust in the emergence of concepts from the data
Consist of 4 stages
Compare incidents (tentative catg)
Compar Changes (integrating)
Delimitation of the theory (reducing similar)
Forming Systematic substantive theory (reasonable accurate statement)
Grounded Theory1. Stages/StepsTopic selection and preparation
- minimize preconceptions- Do not do a literature review at this point!
Data collection- a variety of methods can be used
Grounded Theoryo Stages/StepsAnalysis
constant comparative method: involves comparing one segment of data with another to determine similarities and differences
a. overall objective is to identify patterns in the data
Grounded Theoryo Stages/Steps1. Analysis
b. While you do comparisons you will be taking notes and coding
coding: identifying categories and properties
- can be done formally or informally
Grounded Theoryo Stages/Steps1. Analysis
c. Ask 3 general questions of the data:
1. What is the data a study of?2. What category does this incident indicate?3. What is actually happening in
the data?
Grounded Theoryo Stages/Steps4. Memoing
memos: theorizing write-up of ideas about codes and their relationships
- notes to yourself
* Data collection, analysis, and memoing are ongoing and overlap
Grounded Theoryo Stages/Steps
Data collection
Note taking
Coding
Memoing
Sorting
Writing
Grounded Theoryo Stages/Steps5. Sorting and Theoretical Outline:
refers to conceptual sorting of memos into an outline of the emergent theory, showing relationships and concepts
6. Write up/report
Grounded Theoryo The Literature
1. Avoid reading literature regarding the specifics of your study at first, rather read broadly
2. Access relevant literature as it becomes relevant
3. Can be used as data
CODING(Charmaz, K. 2007)
Coding means categorizing segments of data with a short name that simultaneously
summarizes and accounts for each piece of data. Your codes show how to select, separate, and sort data to begin an analytic accounting
of them.
CODING
Naming segments of data to categorize, summarize and account for data
Generates the bones of your analysisBasis to build the analysisMake your codes fit your data rather than forcing
your data to fit them
Coding is the pivotal link between collecting data and developing and emergent theory to
explain these data. Through coding, you define what is happening in the data and
begin to grapple with what it means.
Types of coding
OPEN CODING
AXIAL CODING
SELECTIVE CODING
“the process of breaking down, examining, comparing, conceptualizing, and categorizing data” (p. 61
relates categories to subcategories, specifies the properties and dimensions of a category, and reassembles the data you have fractured during initial coding to give coherence to the emerging analysis
It is “the process of selecting the core category, systematically relating it to other categories, validating those relationships, and filling in categories that need further refinement and development” (p. 116)
INITIAL CODING
Remain openStay close to the dataKeep your codes simple and preciseConstruct short codesPreserve actionsCompare data with dataMove quickly through the data
Focused coding
Using the most significant and/or frequent earlier codes to sift through large amounts of data.
Making decisions about which ininitail codes make the most analytic sense to categorize your data completely.
Theoretical codingFinding coding families
One of the most problematic areas,particularly for novice researchers, is the theoretical codingprocess which includes finding the theoretical code that willintegrate the emerging substantive theory
“Substantive codes conceptualize the empiricalsubstance of the area of research. Theoretical codes conceptualizehow the substantive codes may relate to each other as hypothesesto be integrated into the theory” (Glaser, 1978, p. 55)
Substantivecodes break down (fracture the data) while theoretical codes“weave the fractured story back together again” (Glaser, 1978, p.72) into “an organized whole theory (Glaser, 1998, p. 163).
Theoretical codes must not be preconceived, ratherthey are emergent in the data, and therefore, “earn their way intothe theory as much as substantive codes” (Glaser, 1998, p. 164).
Which questions do grounded theorists use when coding data?
• What is happening? (Glaser, 1978)• What theoretical category does this datum
indicate? (Glaser, 1978) • What does the data suggest? Pronounce? • From whose point of view?
CODING AND CATEGORIES in the diagnostic stage
CODING CATEGORIES
Lack of listening SKILLS
Oral production reading & writing SKILLS
Ss attendance ATTITUDE
Relationship ATTITUDE
Improve my teaching STRATEGIES
Learning strategies & writing STRATEGIES
Mistakes GRAMMAR
Lack of grammar GRAMMAR
verb agreement GRAMMAR
Use of the language COMPETENCES
Use of the language COMPETENCES
Problems when coding
Coding at too general a levelIdentifying topics instead of actions and
processesOverlooking how people construct actions
Attending to disciplinary or personal rather than participants’ concerns
Coding out of contextUsing codes to summarize not to analyze
Categories and codes for the implementation stage sub categories
Teachers’ perceptions about how students view of English class
ss feelings with each other and the teacher Rapport
lack of motivation Negative Reaction about the language
ss negative reactions to the language
lack of commitment led to bad performance commitment
ss' commitment caused good results
Teachers' desire for improvement
teachers' desire for self-improvement improvement
teachers' desire to improve their classes
reflect on becoming updated Reflect
Teachers reflecting about ss' needs
reflect on ss' profile
teachers' development of autonomy in ss development
Teachers 'strategies to improve ss weaknesses strategies
Teachers' perspectives about course orientations
teachers focused on specific skill (s) Skills
teacher had communicative focus communication
teachers' perspectives about the course
Teachers´ objectives do not match course objectives
INTERPRETATIONGRAMMAR It refers to the order of the words within a sentence. Teachers mentioned that students needed to improve in accuracy SAMPLEK EQ2Students had some mistakes during the activities in written exercisesC EQ3Ss present problems when working with Passive/clauses/P. perfectC EQ2They had terrible bases. No grammar, nothing INTERPRETATIONThe data suggest that teachers are still focusing on grammar and the importance of accuracy when teaching or using a skill. Teachers never mentioned that due to the fact that learners showed problems with grammar that they were not able to convey feeling or thoughts. However, this comes to show us that teachers are still not aware that the Institution implements the communicative approach.